Posts by: Andrea Zellner
Andrea is a PhD student in the Ed Psych/Ed Tech Program at Michigan State University. Her research interests center around the ways knowledge moves within networks, specifically in terms of teacher practice with technology. She is a former High School English and Biology teacher and misses it every day. Andrea also works with the Red Cedar Writing Project, a site of the National Writing Project, and will talk K16 writing with you any time. She can be found writing random things over at her blog, Stumbling Towards Proficiency (http://www.andrea-zellner.com), and even more random things can be found on her twitter feed, @AndreaZellner. Andrea often overuses the word “fetishization” and once planned and executed a flash mob for a class project (because you can get away with such things in grad school).
It is a truth universally acknowledged that where there’s a hacker up for mischief, there are security settings just waiting to be breached. I have a begrudging respect for mischievous hackers: wherever the rest of us have been blithely accepting of whatever security protocols we don’t read about in Terms of Service, they have figured [...]
Right now I am in the midst of being a teaching assistant for the Proseminar course in our doctoral program. As part of my duties, I was asked to show my favorite research finding tricks. Naturally, I crowdsourced my suggestions and through this process I found that not many people were [...]
![[Image by Flickr user Rsms and used under the Creative Commons license]](http://www.gradhacker.org/wp-content/uploads/2012/05/187672349_1c8c3b1e85_b-150x150.jpg)
I love the concept of Summer Reading. It often seems that non-academic reading is a pleasure that needs to be put off during the semester. If one does indulge the non-academic reading habit it needs to be kept secret, like watching Smash. Despite my responsibilities both as a student and as teaching assistant [...]
As a former High School English teacher, I have experienced the overwhelming tsunami of having to provide feedback on a weekly basis to ~150 students. Between that experience and my more recent experiences teaching online students, I’ve thought a lot about providing feedback on student writing and student products.
Before we jump in [...]
Right now I am in the midst of the I-haven’t-washed-my-hair-in-a-week, merciful-heavens-when-will-it-be-over, end-of-semester rush: a state to which I suspect a few Gradhacker readers can relate. When I’m overwhelmed, I find myself daydreaming of the idyllic summer days when I can spend hours in front of my computer doing Fun Tech Stuff instead of spending hours [...]
A few weeks ago, I wrote a post about using Twitter as way to develop an academic identity. Mike M. asked me about the large amount of people who I follow and how I go about “filtering out the noise.” That question inspired this post because I realized that, while I spend a lot [...]
On Monday morning, I checked my Inside Higher Ed email and was reminded of the website “100 Reasons NOT to go to Grad School.” I’ve been following 100 Reasons for a while now, as I am the type of person who can’t help but click on any and all links promising [...]
The traditional model of the lecture and learning cycle has long been to deliver the lecture during class and to send students home to do homework and perhaps engage in a discussion or two afterwards. The flipped classroom flips this model on its head: through lecture capture software, lectures can be captured on video for [...]
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